EFFECT OF INQUIRY-BASED TEACHING ON PROBLEM-SOLVING SKILLS AT THE SECONDARY LEVEL

Asma Sayyam; Dr-Muhammad Tanveer Afzal

doi:10.32350/uer.82.04

Asma MPhil Scholar, Department of Science Education, Allama Iqbal Open University, Islamabad
Dr-Muhammad Tanveer Afzal Allama Iqbal Open University

DOI: https://doi.org/10.32350/uer.82.04

Keywords: Inquiry-Based Teaching, Advance Organizers, problem-solving skill, quasi-experimental, Secondary Level

Abstract

Abstract Views: 0

Inquiry-based teaching (IBT), coupled with the integration of Advance Organizers (AO), on the cultivation of problem-solving skills among students at the secondary level, is of considerable importance due to the nature of concepts and the ever-changing application of scientific concepts. In a world marked by the distinctive challenges of the 21st century, this study seeks to contribute to the ongoing discourse on education reform by addressing the pressing need to equip students with the skills necessary to navigate and solve complex problems effectively. The objective study was to enhance students' problem-solving skills, recognizing them as one of the pivotal competencies for success in both academic and real-world contexts. By concentrating on the realm of physics at the secondary level, the study aims to uncover insights that are not only academically relevant but also translatable to broader educational practices. This study investigated the effect of IBT and AO by using a quasi-experimental pre-test and post-test design with intact groups, focusing on the Kinematics and Dynamics units within the physics curriculum. Here in for this study, existing groups were taken to check the effect on students in natural settings. So, the intact groups were taken which minimized the possible effects of reactive arrangements. One of the groups was randomly taken as an experimental group and the other was considered as a control group. The intervention was done for 40 minutes daily from Monday to Friday of each week for six weeks. The experimental group was taught using inquiry-based teaching and the inclusion of advanced organizers developed by the researchers. A test to measure problem-solving skills was developed by researchers and was used as pre and post-assessment. Analyzed data revealed that IBT using advance organizers has a positive effect in the areas of problem-solving skills of learners. It was concluded that in general IBT with the inclusion of Advance Organizers had a significant effect.

Downloads

Download data is not yet available.

References

Anderson, L., & Davis, C. (2020). Inquiry-based teaching and student engagement in secondary science education. Journal of Science Education, 34(2), 115–128.
Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51(5), 267–272.
Ausubel, D. P. (1962). A subsumption theory of meaningful verbal learning and retention. Journal of General Psychology, 66(2), 213–224.
Ausubel, D. P. (1963). The psychology of meaningful verbal learning. Grune & Stratton.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart & Winston.
Brown, A., & White, D. (2021). Problem-solving in the 21st-century classroom: A global perspective. International Journal of Educational Development, 82, 102374. https://doi.org/10.1016/j.ijedudev.2021.102374
Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21–32.
Bunterm, T., Wattanathorn, J., Vangppomyai, S., & Muchimapura, S. (2012). A comparison of physics problem-solving skills using traditional and inquiry models in secondary education. Journal of Science and Technology Education, 23(4), 45–59.
Dobber, M., Zwart, R., Tanis, M., & van Oers, B. (2017). The effect of guided inquiry learning on students' problem-solving and inquiry skills. European Journal of Science and Mathematics Education, 5(2), 110–128.
Dewey, J. (1910). How we think. D.C. Heath & Co.
Doe, J. (2022). Teaching strategies for developing cognitive resilience in students. Journal of Cognitive Education, 10(1), 22–37.
Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300–329. https://doi.org/10.3102/0034654312457206
Garcia, M., Patel, A., & Jones, H. (2022). Problem-solving as a gateway to lifelong learning: A contemporary curriculum design. Journal of Educational Research and Innovation, 6(1), 77–89.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.
Johnson, R. (2022). Building future-ready learners: Role of secondary education in problem-solving. Educational Horizons, 100(2), 12–20.
Jones, H., & Patel, A. (2022). Skill acquisition for future employability: Role of inquiry and reflection. Vocational and Technical Education Review, 14(1), 55–67.
Kamal, A. (2003). Physics graduates' readiness for real-world problem-solving. Pakistan Journal of Science, 55(3), 45–51.
Khan, S., & Rashid, F. (2019). Barriers in the effective implementation of active learning in physics classrooms. International Journal of Science Teaching, 8(2), 101–117.
Khan, S., Din, M. N., & Butt, A. R. (2016). Students’ performance in conceptual understanding of physics at the secondary level. Pakistan Journal of Education, 33(2), 45–62.
KNILT. (2008). Advance organizers: Enhancing cognitive structure. Knowledge Network for Innovations in Learning and Teaching. https://knilt.arcc.albany.edu
Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 317–334). Cambridge University Press.
Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.
Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13(2), 125–139.
Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction—What is it and does it matter? Journal of Research in Science Teaching, 47(4), 474–496. https://doi.org/10.1002/tea.20347
Mulhayatiah, D., Kindi, T. R., & Dirgantara, S. (2019). Improving students’ physics problem-solving skills through active learning. Journal of Science Education, 21(3), 210–220.
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge University Press.
Ringo, P., Kusairi, S., Latifah, E., & Tumanggor, T. (2012). Physics problem-solving skills through inquiry-based instruction: Expert vs. novice learners. Procedia - Social and Behavioral Sciences, 60, 523–530. https://doi.org/10.1016/j.sbspro.2012.09.420
Rust, D. (2011). Traditional vs. inquiry teaching: Student preferences in learning environments. Journal of Teaching and Learning, 7(1), 31–40.
Rust, D., & Binar, B. (2011). The effects of inquiry-based instruction on physics achievement and problem-solving. Journal of Educational Practice, 16(3), 19–25.
Selçuk, G. S., Şahin, M., & Açıkgoz, K. Ü. (2008). The effects of problem-based learning on problem-solving skills and self-efficacy beliefs of students. Eurasia Journal of Mathematics, Science & Technology Education, 4(1), 7–13.
Smith, A. (2021). Correlation between problem-solving skills and academic performance in secondary education. Educational Psychology International, 11(2), 89–102.
Wang, J., Guo, L., & Minjou, Y. (2015). Inquiry-based physics instruction: Cognitive benefits for secondary students. Asia-Pacific Journal of Educational Research, 23(4), 309–324.
Wenning, C. J. (2011). The levels of inquiry model of science teaching. Journal of Physics Teacher Education Online, 6(2), 3–11.
Yuliati, L., Parno, Hapsari, F., Nurhidayah, I., & Halim, A. (2018). Enhancing physics problem-solving skills through guided inquiry. Journal of Science and Physics Education, 22(1), 78–85.